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All Journal Journal of Research in Instructional
Madzamba, Havatidi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Using structural equation modelling to investigate the mediating effects of TPACK on intention to use technology Madzamba, Havatidi; Matorevhu, Alois
Journal of Research in Instructional Vol. 4 No. 2 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i2.483

Abstract

This article aims to understand, through structural equation modelling (SEM), how the knowledge of technological pedagogical and content knowledge (TPACK) mediates the intention to accept and use technology by teachers’ college lecturers. The ultimate aim is to come up with a sem-generated model which teacher training colleges can use to train lecturers in technology use. Structural equation modeling is a sophisticated multivariate statistical process that enables researchers to analyze the direct and indirect effects of variables on one another, construct theoretical concepts, test the reliability of their measurements, hypothesize and test a theory about their relationships, and account for measurement errors. A questionnaire founded on the unified theory of acceptance and use of technology (UTAUT) was employed to gather data from instructors at ten teacher-training colleges. Simple random sampling was used to select 300 valid questionnaires used in the analysis. Statistic package R was used to run SEM and the results confirmed the mediating role of TPACK in the behavior intention to accept and use technology by lecturers.
Perceptions of pre-service teachers towards online learning at a teacher education college in Zimbabwe Matorevhu, Alois; Madzamba, Havatidi
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.697

Abstract

At the end of 2019, the advent of the COVID-19 pandemic prompted an immediate knee-jerk response in many countries worldwide to shut down all learning institutions, from preschool to university level. This unforeseen abrupt closure of most educational institutions compelled the conversion of face-to-face learning to a fully online or blended/hybrid format in a very short transitional time. While the advantages of online learning are apparent, its effective use in many universities and colleges is very complex and challenging. This may be due to factors like large student numbers, lack of appropriate gadgets, poor internet connectivity, and expensive data bundles. In the context of both challenges and benefits of online learning, this study sought to explore perceptions of pre-service teachers (students) at a teacher education college in Zimbabwe on their experience in the use of a particular online teaching and learning platform. We used a semi-structured questionnaire and interviews in this case study to gather data. Findings show that pre-service teachers perceived the online learning platform to be useful in facilitating learning by enabling them to learn anytime from any place. However, the pre-service teachers indicated that, if given the opportunity to choose, they would prefer face-to-face learning due to their inability to purchase laptops, the high cost of data required to stay connected to the internet, and their lack of proficiency in using the online learning platform. Based on findings, recommendations are given for enhancing the use of online platforms for teaching and learning.
The hidden curriculum and its role in curriculum innovation implementation Matorevhu, Alois; Madzamba, Havatidi
Journal of Research in Instructional Vol. 2 No. 2 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i2.96

Abstract

The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, ​​and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.
Co-Authors Matorevhu, Alois